4 2015.6.4. AFEBI 8th

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The 8

th

_{Plenary Session of AFEBI}

All Copy Rights reserved _ABEST21

June 4, 2015

“Enhancing Quality of Management Education through Accreditation and Collaboration”

1

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Establishment of ABEST21

 THE ALLIANCE ON BUSINESS EDUCATION AND

SCHOLARSHIP FOR TOMORROW, _a₂₁st_century

organization

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Growth of ABEST21

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July 1, 2005 April 1, 2015

16 members

87 members

・school members

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The Global Knowledge Network

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BAN-PT

EMFD: European Foundation for Management Development AQAN: ASEAN Quality Assurance Network

Fuji Xerox Nissan

Toshiba Sony

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5

School Membership

Asia(53)

Australia(2)

China(4), India(1), Indonesia(17), Japan(10), Malaysia(11), Philippines(1), Singapore(1), South Korea(1), Sri Lanka(1), Thailand(2)

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Executive Committee

ABEST21 Organization

President Board of Trustees

Nominating Committee

Audit

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Executive Committee

President

 Fumio Itoh (ABEST21, Japan)

Vice Presidents

 Ilker Baybars (Carnegie Mellon University, USA)

 Oleg Vikhanskiy (Moscow State University, Russia)

 Robert Sullivan (University of California San Diego, USA)

 Lu Xiongwen (Fudan University, China)

 Candra Fajri Ananda (University of Brawijaya, Indonesia)

Executive Secretary

 Ming Yu Cheng (Tank Abdule Rahman, Malaysia)

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Indonesia Committee

Coordinator

 Dean Ari Kuncoro (FEB-Universitas Indonesia)

・FEB-Universitas Airlangga (UNAIR)

・Graduate PMB-Bogor Agricultural University (IPB) ・SBM-Institut Teknologi Bandung (ITB)

・FEB-Universitas Brawijaya (UB)

・FEB-Universitas Diponegoro (UNDIP) ・FEB-Universitas Gadjah Mada (UGM) ・FEB-Universitas Hasanuddin (UNHAS) ・FEB-Universitas Indonesia (UI)

・FEB-Universitas Lampung (UNILA) ・FEB-Universitas Padjadjaran (UNPAD) ・PPM School of Management (PPM)

・FEB-Universitas Kristen Satya Wacana (UKSW) ・FEB-Universitas Sebelas Maret (UNS)

・FE-Universitas Sriwijaya (UNSRI) ・FBE-Universitas Surabaya (UBAYA) ・SEB-Telkom University (TM)

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Accredited Schools

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Accredited Schools-March 2015-1

Indonesia

• Faculty of Economics and Business, Universitas Diponegoro, Indonesia

Japan

• Graduate School of Innovation & Technology Management, Yamaguchi University, Japan

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Accredited Schools-March 2015-2

Malaysia

• Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia

• Graduate School of Business, Universiti Kebangsaan Malaysia, Malaysia

• Putra Business School, Universiti Putra Malaysia, Malaysia

• Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Malaysia

Thailand

• Faculty of Business, Economics and Communications, Naresuan University, Thailand

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Accredited Schools-1

China

• School of Business Administration, Northeastern University

Indonesia

• Master Programs in Accounting and Management, Universitas Brawijaya

• Magister of Management Program, Faculty of Economics, Universitas Indonesia

• Master of Business Administration, School of Business and Management, Institut Teknologi Bandung

• Faculty of Economics and Business, Universitas Padjadjaran,

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Japan

• Graduate School of International Management, Aoyama Gakuin University

• Graduate School International Corporate Strategy, Hitotsubashi University

• Graduate School of Business Administration, Kobe University

• MBA Program in International Business, Graduate School of Business Sciences, University of Tsukuba

• Institute of Business and Accounting, Kwansei Gakuin University

• Graduate School of Management, Kyoto University,

• Graduate School of Business Administration, Nanzan University,

• Waseda Business School, Graduate School of Commerce, Waseda University

• SBI Graduate School of Management, SBI University

• Graduate School of Innovation & Technology Management, Yamaguchi University

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Malaysia

• MBA Program, Faculty of Business Management and Professional Studies, Management & Science University

• Graduate School of Management, International Islamic University Malaysia

• Graduate School of Business, Universiti Sains Malaysia

• Arshad Ayub Graduate Business School, Universiti Teknologi MARA

• Graduate School of Business, Universiti Kebangsaan Malaysia

• Putra Business School, Universiti Putra Malaysia

• Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia

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Singapore

• Global Masters in Business Administration, SP Jain School of Global Management

Thailand

• Faculty of Business, Economics and Communication, Naresuan University

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Economic Globalization

 In 1990s, global situation was drastically changed. As collapse of the cold war structure, advances in technical innovation and advent of digital information ages

lowered the barriers posted by nation borders, business became to be very competitive on a global basis.

 Advance of economic globalization required for business people to promote intercultural harmony and to accept the concept of individualism and different religions.

 In the 21st_{century international mega-competition as a}

result of social, economic and cultural globalization, it has become an urgent issue to nurture global

management professionals working in the borderless world.

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 Global management professionals are the basic figure of human resources who play an active role in the

international competition.

 Such personnel must have advanced knowledge and skills in management under diversified environment with various cultural and social backgrounds, on top of basic quality to act in international society.

 Global management professionals are required to

understand more about the values of different cultures and make full use of advanced management skills to win the competition.

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Management Education for Global Professionals

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Globalizing the School’s Management Education

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It’s no exaggeration to say that the mission of the business

school is to “nurture world-class management professionals”. The reason for this is because the aim of education includes nurturing of human resources in response to the needs of the times. In recent times of international mega-competition

caused by rapid globalization, fostering excellent

management professionals with strong leadership and

creativity to support global competitiveness of organizations is an urgent issue. The School must describe how it creates a global educational and research environment.

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Globalization-1

Standard 1-MISSION STATEMENT

 Detailed Standard 1: “The School must develop its mission

statement with the aim of nurturing highly skilled

professionals in management who are able to meet the

needs of globalization.”

Standard 5-LEARNING GOALS

 Common Standard: “The School must define its learning

goals which imply innovation and discovery, global

engagement, and diffusion of technology for realizing its

mission statement.”

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Globalization-2

Standard 6-MANAGEMENT OF CURRICULA

 Detailed Standard 2: “In designing its curriculum, the

School must aim at helping students acquire expertise, advanced professional skills, advanced levels of

scholarship, high ethical standards, and a broad international perspective which are necessary for

management professionals.”

Standard 10-STUDENT ADMISSION

 Detailed Standard 5: “The School must take measures to attract through its selection process a diverse student body that possesses a wealth of knowledge and

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Globalization-3

Standard 13-FACULTY SUFFICIENCY

 Detailed Standard 5: “The School must maintain faculty diversity in terms of age, gender, and nationality in its

faculty organization.”

Standard 17-EDUCATIONAL RESPONSIBILITIES OF STAFF

 Detailed Standard 2: “The School must institute

administrative systems which are in an appropriate

proportion to its size and status, and which are able to

respond to the needs of globalization.”

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Humanizing Management Education-1

 Abundance

Adam Smith explained the principle of “competition” based

on the natural “abundance” in John Locke’s “Two Treatises of Government”. Smith explained that pursuit of self-interest

leads to greater good for all through “invisible hand”. When John Locke referred to “abundance”, the terms “ownership” and “property” were identical; a man was able to obtain what

he needed out of the plentiful gifts from god, without violating the ownership of others. His world portrayed

“common interests” but not the “conflicts of interest”.

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 Scarcity

However, as capitalist economy developed, the world turned

into what David Hume called “Scarcity”. Things which were

once so freely obtained - “water”, “air”, even “sunlight” -

have become scarce resources. Countries compete with each

other for ownership of these resources. “Ownership” and “property” are now separated. The world is full of “conflicts of interest” competing for “ownership”. The traditional

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 Transaction

This world of scarcity created the relationships of “conflicts of

interest” of properties to meet the human needs. “Conflicts of interest” mean “interdependence” which is based on “order”. To resolve these social economic issues, “conflicts of interest”, “interdependence”, and “order” must be pursued based on

economic, legal and ethical viewpoints.

John R. Commons said in his “Legal Foundations of

Capitalism (1924)” that the minimal unit to analyze the social economic activities of the members of the society is

“transaction”.

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 Working Rule

Transaction is conducted based on a “working rule” which consists of four auxiliary verbs: 1) can = Right, 2) cannot = Exposure, 3) must, must not = Duty, and 4) may = Freedom.

Man’s will to execute the transaction is called “will-in-action”.

Can: Right

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 Will-in-Action

“Will-in-action” is an action which aims to expand one’s own

economy by 1) choosing the “direction of force” (AB or AC), i.e. to “do” or “not to do”, and 2) choosing the “level of

force” (practice AD or control DB), i.e. “the extent of action” or “hold back the action”. The will of Adam Smith’s “homo

economicus” based of Locke’s “abundance” is said to be “will -in-vacuum”, since its motto is to pursue self-interest;

“direction of force” is the only choice it makes. The choice for the “level of force” does not exist in the market environment.

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 Diversity

In particular, the advancement of economic globalization has integrated the world market with a worldwide competition. Under such circumstances, the companies must face various values from different cultures as well as individualism of the world. Since individualism is backed by religion, one must

have the understanding of the world’s religions such as

Buddhism, Islam, or Christianity to cope with the

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 Ethics and Liberal Arts

 “Ethics” is “the right path”. It puts a stop to our action so

that we can follow the action rules for transaction.

 On the other hand, “Liberal Arts” education strengthens

the human core and broadens one’s perspective of the

world.

 In business school education to nurture management

professionals, it is important to focus on analysis-oriented education to cultivate expertise aiming to enhance

countervailing power.

 However, in order to coexist with diverse values in the world, we must not forget to foster high morality in management professionals.

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Standard 6: Management of Curricula

 Basic Standard: "The School must design its curriculum systematically to realize its mission statement.“

 Detailed Standard 1: "In designing its curriculum, the

School must pay attention to combining theory and practice effectively in line with its mission statement and following the current trends in management education and research.“

 Detailed Standard 2: "In designing its curriculum, the School must aim at helping students acquire expertise,

advanced professional skills, advanced levels of scholarship,

high ethical standards, and a broad international

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“When the rate of change outside exceeds

the rate of change inside・・・・・・・the end is in sight.”

Jack Welch

General Electric Corp.